Second language productive knowledge of collocations: Does knowledge of individual words matter?

Recent studies suggest that developing L2 receptive knowledge of single words is associated with increased receptive knowledge of collocations. However, no study to date has directly examined the interrelationship between productive word knowledge and productive collocation knowledge. To address this gap, the present study administered a controlled productive word test and a controlled productive collocation test to 27 native English speakers and 55 nonnative speakers (L1-Arabic). The tests assessed word and collocation knowledge of the most frequent 3,000 lemmas in English (1K, 2K, and 3K frequency bands). The test scores were analyzed using three mixed-effects models for the following outcome variables: collocation appropriacy, collocation frequency, and collocation strength. Results revealed productive word knowledge as a significant predictor of productive collocation knowledge, though with a small effect. This association was omnipresent regardless of frequency band. We discuss implications of these findings for L2 learning and teaching.

Automated summary

Recent studies have shown that developing receptive knowledge of individual words in a second language (L2) is connected to increased receptive knowledge of collocations. However, there is no direct evidence on the relationship between productive word knowledge and productive collocation knowledge. In order to address this gap, the present study conducted controlled tests on productive word knowledge and productive collocation knowledge among 27 native English speakers and 55 non-native speakers (with Arabic as their first language). The study assessed word and collocation knowledge of the 3,000 most frequent lemmas in English (1K, 2K, and 3K frequency bands). Results from the analysis of test scores indicated that productive word knowledge significantly predicted productive collocation knowledge, albeit with a small effect. This association was found across all frequency bands. The implications of these findings for L2 learning and teaching are discussed.